Making PBL work David Taylor Liverpool dcmt@liv.ac.uk http://pcwww.liv.ac.uk/~dcmt/intro2011.ppt

What do we know? There has been a huge amount of research on how people learn And on how they become members of a profession

“Traditional teachers” Make statements/convey information Expect prompt, “correct” answers Focus on what they do (“I gave a good lecture”) Emphasise short term outcomes

We prefer... Asking questions that invite thinking, problem solving and self-assessment Help you learn how to learn Focus on what you do Emphasise long-term outcomes

Change This may well be different from what you are used to And it may be different from what you expect And there will be times when you feel uncomfortable but

It works! It really does But lots more..... Jason, H. Advances in physiological education 2007; 31: 312-317 Taylor D, Miflin B. Problem-based learning: Where are we now? Medical Teacher 2008;30(8):742 - 63. But lots more.....

Duality Multiplicity Relativism Things are either right or wrong Can compare and contrast, starting to expect to see evidence. Can grasp concepts, recognize contexts, and importantly synthesize information to use in other contexts. Peers are not a reliable source of information Peers are OK – to give a variety of perspectives Peers are legitimate source of information if they have checked the evidence “Teacher knows everything” “Teacher knows best” “Teacher might know”

But first The Senior Tutor is dcmt@liv.ac.uk David Taylor dcmt@liv.ac.uk 07803 963 899 (SMS or voice!) 01704 873304 (night-time)

PBL groups do it together

Say what you know not that you know

Are we doing it right?

Liverpool PBL sessions: Look for phenomena requiring explanation Investigate prior knowledge and experience Volunteer shared learning objectives Explain the essence of the case scenario Reflect and evaluate …pool Maudsley G... British Medical Journal 1999; 318: 657-661.

Look for phenomena requiring explanation How? Spend considerable time brainstorming Keep to brainstorming ‘rules’ (if you think it say it (BRIEFLY); do not judge, apologize for, discuss, justify suggestions; write all suggestions down verbatim even if they appear to be overlap; do go back through the trigger material after a short break thinking about something else)

Look for phenomena requiring explanation How? Spend considerable time brainstorming Keep to brainstorming ‘rules’ …so that you work together and do not miss key features to research, act upon, etc.

PBL groups do it together

Investigate prior knowledge and experience How? Spend considerable time activating ‘prior knowledge’ (i.e. what you already know about anything that has been highlighted) now is the time to discuss the brainstorming suggestions, not during brainstorming

Investigate prior knowledge and experience How? Spend considerable time activating ‘prior knowledge’ (i.e. what you already know about anything that has been highlighted) …so that you do not keep saying that you know something, yet cannot actually explain it out loud …so that you realize that you are not the only person who does not know something

…say what you know... …not that you know

Volunteer shared learning objectives How? From the learning gaps that you have identified, sort out what it is that you as a group should be able to do when you return next time: outline x, draw y, discuss the role of x related to y, compare & contrast a, b & c

Volunteer shared learning objectives How? From the learning gaps that you have identified, sort out what it is that you as a group should be able to do when you return next time …so that you have a learning plan and know whether you have succeeded in keeping on track by the next session

PBL groups do it together

Explain the essence of the case scenario How? Come back to the group ready to explain what you now know, still do not know, can illustrate, how you know it, and WHY it is RELEVANT at all to this case scenario… all WITHOUT NOTES Use evidence, critically appraising yours & other people’s assertions Synthesize what you now know with the scenario

Explain the essence of the case scenario How? Come back to the group ready to explain what you now know, still do not know, can illustrate, how you know it, and WHY it is RELEVANT at all to this case scenario… all WITHOUT NOTES Use evidence, critically appraising yours & other people’s assertions Synthesize what you now know with the scenario …so that you keep rehearsing what you know in a clinical context (making it easier to recall later on) and keep improving critical thinking

PBL groups do it together

…and… …say what you know... …not that you know

…and… …do it without notes

Reflect and evaluate How? Reflect during the session on how you are contributing and adjust accordingly (…if you have not said a word, why not? …if you have not shut up at all, why? …if you are lost, speak up!) Spend time at the end of EVERY session debriefing on how the process went (things that went well, not so well)

Reflect and evaluate How? Reflect during the session on how you are contributing and adjust accordingly Spend time at the end of EVERY session debriefing on how the process went (things that went well, not so well …so that people have the chance to explain their concerns/behaviour and suggest ways that he/she/the group/the tutor could do better next time

Are we doing it right?

And finally If you have a worry or a problem before you get to know more staff David Taylor dcmt@liv.ac.uk 07803 963 899 (SMS or voice!) 01704 873304 (night-time)